Author: Lauren W
District: Providence
School: Feinstein High School
Grades 9-12
544 Elmwood Avenue
Providence, RI 02907-1820
(401) 456-1706
Kenneth C. Perry, Principal
A. Information Works
When you researched the community and district, you were provided tables to help with the task of making sense of the various graphs available on Information Works site. For your school report, you should make sense of the data one your own. Remember that you can email your instructor if you have any difficulties.
To research your school, you should consider the questions about schools that we brainstormed in class and decide on some questions that YOU think should be answered in your description of your school You should research at least four of the indicators on the school report page for your school to gather information that you feel will serve as evidence for your description.
Questions that you would like to find answers for:
Achievement
What is the environment like inside the school (Classroom/academic/learning, Social, Safety)
Location
Student-Teacher Ratio?
Demographics (Gender, Poverty, Race)
Funding
Extra-curriculars (Music, Arts, Sports)
Special Programs? (Vocational, Arts, Etc).
School Pride/Spirit (Community Involvement/Service)
Summary statement: The NECAP test results show that nearly all of the students in 11th grade tested well below the proficiency level in math and the majority are below satisfactory in writing as well. The reading scores of these students show that almost half are above the proficiency line, with 4 percent of those students being proficient with distinction. Feinstein students scored extremely low on the SAT in all subjects, well below both the state and national average. Compared to other Rhode Island high schools, Feinstein is well below them in all aspects of academic performance progress.
2. Name of Indicator: Population and Demographics (2008)
12% white 22% black 59% Hispanic 7% Asian Pacific Islander or American Indian/Alaskan Native
Summary statement: Feinstein High consistently graduates 56% of its population. However, that is one of the lower graduation rates of Rhode Island high schools.
3. Name of Indicator: Proficiency by Classification
Disabilities Students With Disabilities MATH: 0% READING: 19% Students Without Disabilities MATH: 5% READING: 52%
Language English Language Learners MATH: N/A READING: N/A Non English Language Learners MATH: 4% READING: 45%
Summary statement: In all cases, math scores on the NECAP are alarmingly low; none of the African Americans, Asians, females, or students with disabilities even reach proficiency. Poverty does not seem to measureably affect either math or reading scores. Although reading scores are unacceptably far beneath state standards and not even half of the student body reaches proficiency, as a whole, they are the "strong point of Feinstein High School.
4. Name of Indicator: Safe and Supportive Schools: Students' Point of View
Data:
39% of East Providence High students experience academic issues most of the time or always 15% of them experience personal or family problems most of the time or always 9% of students report that not getting along with teachers is a moderate to very big hassle 19%of EPH students say they've been robbed one or more times in school 9% of them say that being tossed or bothered by other students is a moderate to very big hassle 14% say someone tried to sell them drugs one or more times in school
Summary statement:
More than one-third of the student population experiences academic issues frequently. Getting along with teachers is also an issue that 9% of EPHS' students experience. Nearly 15% are experiencing personal or family problems. These numbers are among the highest in the state, proving that -- based on the info given between 2008 and 2009 -- this school is one of the most unsupportive public schools to attend.
In addition to being unsupportive, this is also an unsafe school. 19% of students say they've been robbed one or more times in school, while 14% say that someone has tried to sell them drugs at school. 9% of all students say that "being tossed or bothered by other students is a moderate to very big hassle".
B. SALT Reports (School Accountability for Learning and Teaching)
In addition to survey data reported in Information Works, the SALT Surveys and the SALT visit report provides an "on the ground" description of what a group of visiting evaluators found while visiting the school for several days. After learning more about the SALT cycle from the link above, review the most recent report for your school and summarize what you find:
Data of last SALT visit:
April 30th, 2004
Notes from Report:
Small public school founded in 1994 intending to get students involved in public service
Closed then reopened with site-based management
broken into 4 "schools" with 90 students each
"
Feinstein works to realize its vision of developing an interdisciplinary project-based academic program. "
Faculty has ability to make decisions about new hires, school governance, and teaching and learning. However, due to the Providence School Department consolidation process, many Feinstein teachers are considered temporary and do not feel welcome, thus creating tension with colleagues and discomfort in the classroom.
The school is working on transitioning from paper portfolios to a digital based system.
Developing community partnerships as spelled out by the Providence One Plan.
After school program funded by a 21st Century Learning grant
"
From an academic standpoint, the school is performing in a scheme to which many schools can only aspire. Students and teachers are teamed; students are promoted by criteria rather than Carnegie units and seat time; and the school’s internal systems require that students track and authenticate their progress through signature sheets and sign off pages. There are no grades or tests, and traditional teaching approaches do not exist at this school. For the most part, teachers are the coaches and facilitators of learning rather than the sole deliverers of instruction, and they have mostly jettisoned a reliance on a “chalk and talk” dominated classroom environment. "
"
Students in School One are typically open-minded, interested, and curious. However, they generally lack the self awareness, needed motivation, persistence, and confidence to communicate their thinking, reflect on their work, and evaluate their progress. These students do not successfully meet small deadlines, and they wait until the last moment to complete their projects. "
students do not value the importance of deadlines, which could have negative consequences in the future
students write frequently in all different forms (what happened on SATs and NECAPS?)
"book talks" replace book reports
"
For the most part students at Feinstein High School are friendly, polite, and well behaved. They are invested stakeholders in the school community. They say they feel like a family here and are quick to help one another as they work to complete their classroom tasks. Students respect adults, visitors, the building, and one another. They are delightful kids! "
<!--[if gte mso 10]> "The faculty is committed to delivering a curriculum that is rich in problem solving opportunities."
School Research: Feinstein High School
Author: Lauren W
District: Providence
School: Feinstein High School
Grades 9-12
544 Elmwood Avenue
Providence, RI 02907-1820
(401) 456-1706
Kenneth C. Perry, Principal
A. Information Works
When you researched the community and district, you were provided tables to help with the task of making sense of the various graphs available on Information Works site. For your school report, you should make sense of the data one your own. Remember that you can email your instructor if you have any difficulties.To research your school, you should consider the questions about schools that we brainstormed in class and decide on some questions that YOU think should be answered in your description of your school You should research at least four of the indicators on the school report page for your school to gather information that you feel will serve as evidence for your description.
Questions that you would like to find answers for:
Extra-curriculars (Music, Arts, Sports)
School Pride/Spirit (Community Involvement/Service)
1. Name of Indicator: NECAP and SAT TEST SCORES (between 2007 and 2009)
Data:
NECAP
(all inclusive grade 11)
MATH: 5% above proficiency level, 95% below
READING: 40% above, 60% below
WRITING: 26% above, 74% below
SAT
MATH: 348
READING: 346
WRITING: 353
Summary statement:
The NECAP test results show that nearly all of the students in 11th grade tested well below the proficiency level in math and the majority are below satisfactory in writing as well. The reading scores of these students show that almost half are above the proficiency line, with 4 percent of those students being proficient with distinction. Feinstein students scored extremely low on the SAT in all subjects, well below both the state and national average. Compared to other Rhode Island high schools, Feinstein is well below them in all aspects of academic performance progress.
2. Name of Indicator: Population and Demographics (2008)
Data:
17 students per teacher
367 students
56% graduated, 13-27% drooped out
21 teachers, ? counselors, ? nurses, ? librarians, ? secretaries, ? custodians, ? aids, ?psychologist, ? special educators
12% white
22% black
59% Hispanic
7% Asian Pacific Islander or American Indian/Alaskan Native
Summary statement:
Feinstein High consistently graduates 56% of its population. However, that is one of the lower graduation rates of Rhode Island high schools.
3. Name of Indicator: Proficiency by Classification
Data:
Economic
Poverty
MATH: 3%
READING: 44%
Nonpoverty
MATH: 6%
READING: 47%
Ethnicity
African American
MATH: 0%
READING: 18%
Asain
MATH:0%
READING: 58%
Hispanic
MATH: 8%
READING: 50%
Native American
MATH:N/A
READING: N/A
White
MATH: N/A
READING: N/A
Gender
Male
MATH: 8%
READING: 42%
Female
MATH: 0%
READING: 48%
Disabilities
Students With Disabilities
MATH: 0%
READING: 19%
Students Without Disabilities
MATH: 5%
READING: 52%
Language
English Language Learners
MATH: N/A
READING: N/A
Non English Language Learners
MATH: 4%
READING: 45%
Summary statement:
In all cases, math scores on the NECAP are alarmingly low; none of the African Americans, Asians, females, or students with disabilities even reach proficiency. Poverty does not seem to measureably affect either math or reading scores. Although reading scores are unacceptably far beneath state standards and not even half of the student body reaches proficiency, as a whole, they are the "strong point of Feinstein High School.
4. Name of Indicator: Safe and Supportive Schools: Students' Point of View
Data:
39% of East Providence High students experience academic issues most of the time or always
15% of them experience personal or family problems most of the time or always
9% of students report that not getting along with teachers is a moderate to very big hassle
19%of EPH students say they've been robbed one or more times in school
9% of them say that being tossed or bothered by other students is a moderate to very big hassle
14% say someone tried to sell them drugs one or more times in school
Summary statement:
More than one-third of the student population experiences academic issues frequently. Getting along with teachers is also an issue that 9% of EPHS' students experience. Nearly 15% are experiencing personal or family problems. These numbers are among the highest in the state, proving that -- based on the info given between 2008 and 2009 -- this school is one of the most unsupportive public schools to attend.
In addition to being unsupportive, this is also an unsafe school. 19% of students say they've been robbed one or more times in school, while 14% say that someone has tried to sell them drugs at school. 9% of all students say that "being tossed or bothered by other students is a moderate to very big hassle".
B. SALT Reports (School Accountability for Learning and Teaching)
In addition to survey data reported in Information Works, the SALT Surveys and the SALT visit report provides an "on the ground" description of what a group of visiting evaluators found while visiting the school for several days. After learning more about the SALT cycle from the link above, review the most recent report for your school and summarize what you find:Data of last SALT visit:
April 30th, 2004
Notes from Report:
- Small public school founded in 1994 intending to get students involved in public service
- Closed then reopened with site-based management
- broken into 4 "schools" with 90 students each
- "
Feinstein works to realize its vision of developing an interdisciplinary project-based academic program. "- Faculty has ability to make decisions about new hires, school governance, and teaching and learning. However, due to the Providence School Department consolidation process, many Feinstein teachers are considered temporary and do not feel welcome, thus creating tension with colleagues and discomfort in the classroom.
- The school is working on transitioning from paper portfolios to a digital based system.
- Developing community partnerships as spelled out by the Providence One Plan.
- After school program funded by a 21st Century Learning grant
- "
From an academic standpoint, the school is performing in a scheme to which many schools can only aspire. Students and teachers are teamed; students are promoted by criteria rather than Carnegie units and seat time; and the school’s internal systems require that students track and authenticate their progress through signature sheets and sign off pages. There are no grades or tests, and traditional teaching approaches do not exist at this school. For the most part, teachers are the coaches and facilitators of learning rather than the sole deliverers of instruction, and they have mostly jettisoned a reliance on a “chalk and talk” dominated classroom environment. "- "
Students in School One are typically open-minded, interested, and curious. However, they generally lack the self awareness, needed motivation, persistence, and confidence to communicate their thinking, reflect on their work, and evaluate their progress. These students do not successfully meet small deadlines, and they wait until the last moment to complete their projects. "- students do not value the importance of deadlines, which could have negative consequences in the future
- students write frequently in all different forms (what happened on SATs and NECAPS?)
- "book talks" replace book reports
- "
For the most part students at Feinstein High School are friendly, polite, and well behaved. They are invested stakeholders in the school community. They say they feel like a family here and are quick to help one another as they work to complete their classroom tasks. Students respect adults, visitors, the building, and one another. They are delightful kids! "
<!--[if gte mso 10]>"The faculty is committed to delivering a curriculum that is rich in problem solving opportunities."
Summary statement: